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MAP-DRAWING 




HOW, WHEN, AND WHY IT SHOULD BE TAUGHT. 


SSaMs* 


By Jerome Allen, A. M., 


AUTHOR OF MAP-DRAWING SYSTEM, 


u; 




“ That method of instruction which leads the pupil to investigate for himself 
is by far the best , since , ; not content with serving up a few dry and lifeless truths , 
it leads to the stock on which they gw wT — Pestalozzt. 

u Map-drawing from memory should be practiced from the beginning. It 
should be remembered that teaching maps is not teaching geography ; but the aim 

should be to teach geography through map-drawing! — Supt. Philbrick, Boston* 

♦ 

u Much time is saved , the labor of the teacher greatly reduced , and more geog- 
raphy taught in the same time with map-drawing than without it T 


A. S. BARNES & CO., 


NEW YORK AND 




Entered, according to Act of Congress, in the year 1870, by 
A. S. BARNES & CO., 

In the Office of the Librarian of Congress, at Washington, 


2 


THE EDUCATIONAL BULLETIN. 


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Publishing Office, 111 & 113 William St., New York. 




A P 



AWING. 


WHY, WHEN, AND HOW IT SHOULD BE TAUGHT. 




A/T AP-DR AWING is becoming more generally taught than formerly, and 
yet there are many schools in which maps are never drawn as a means of 
learning geographical truth. Many teachers say that they have no time , or have 
not the ability to do the work themselves. This is true in many cases, but we 
propose to answer these and other objections in this circular. 

MAP-DRAWING SAVES TIME. 

It is certain that much time now spent in learning local geography is lost 
because pupils do not gain a distinct mental view of the world on which they 
live. 1 his can, to a good degree, be remedied by map-drawing, and a much 
more permanent impression made, and thus much time now spent in reciting 
names can be saved. 

All of the leading and most experienced teachers in our country are most 
decidedly in favor of map-drawing, not for the purpose of showing the artistic 
skill of pupils, but because by it accurate geographical knowledge is promoted 
and time saved. 

At least one-half the time now spent in studying geography can be saved and 
much more accomplished. In order to permanently remember the location of a 
place, its name must be associated with its position on our earth. This can be 
much more easily accomplished by the aid of map-drawing than by any other 
means. A teacher of large experience recently remarked that, in his opinion, 
“by means of map-drawing twice as much could be learned in the same time with 
five times the probability of its being remembered.” 

HOW TO CONDUCT A RECITATION. 

Suppose the map of the State of New York is to be recited. The pupils are 
expected to know the principal characteristics of its local geography. Its 
Mountains, Islands , Bays and Sounds , Straits , Rivers , Lakes , Falls, Cities and 
Towns , Railroads and Canals are. to be recited in such a manner as to give the 
best evidence that each pupil knows their exact location. By the usual method 


MAP-DRAWING. 


t 

of proceeding, each pupil recites orally, with no delineation on the board, slate, 
or paper. 

There is no certainty that all the pupils have obtained the entire lesson, 
as no one can recite the whole of it, and it consumes much time. Many names 
are learned, but accurate geographical knowledge has not been promoted. 

A BETTER WAY. 

Let each pupil, either at the board or on slate or paper, draw an outline map of 
the State. It need not take over two minutes. 

In one minute the rivers are sketched ; in another the lakes drawn ; then the 
principal towns are located by a small 0 , the canals and railroads indicated by 
appropriate marks. The whole work need not take over five minutes with a class 
of average ability. 

The next work will be to number the mountains thus : 

1. Adirondac. 3. Highlands. 5. Round Top. 

2. Mt. Marcy. 4. Catskill. 6. Shawangunk. 

Then, on the side of the map, let their names be written, corresponding to 
the numbers, as above. 

In the same manner the islands are numbered, and their names written, and 
then the bays and sounds , etc., until all the local features of the State are indi- 
cated. The work can now be easily examined, as in an exercise in written spelling. 

This work here mentioned need not take over fifteen minutes. Every 
member has recited , and in such a manner as to give the very best evidence of his 
knowledge or want of knowledge of the geography of New York. 

If there is time after this work is inspected, and either commended or cor- 
rected, then the usual oral recitation can proceed by requiring the pupil reciting 
to point to the Mountains on the outline drawn, while he is telling in what 
part of the State they are, and in what direction the ranges extend ; or the 
Islands , where they are, by what waters surrounded, and so on until the map has 
been recited. 

No names are to be written on the face of the map drawn. In a short time 
pupils will obtain great skill in doing this work, and teachers will find it pleasant, 
expeditious, easy and thorough. It requires very little talking, and the results 
are always satisfactory. But it supposes that pupils must learn to draw maps 
easily and rapidly, and we propose to show how this can be done. 

MAP-DRAWING SHOULD BE SYSTEMATIC. 

If one State or Continent is drawn on a definite plan, the same course 
should be pursued with all. States should be so drawn as to be joined to other 
States, and Continents to other Continents. This is not possible by some methods 
of drawing before the public. Vermont is drawn on one scale, and Massachu- 
setts on another, while Connecticut is drawn on still another, and New York on 
quite another ; so that it is impossible to join all of these neighboring States 
in studying their common physical features. 


MAP-DRAWING. 


3 


THE METHOD BY DIFFERENT UNITS OF MEASURE IS 

IMPRACTICABLE. 

States cannot be united with States. The parts cannot be united to form a 
whole, nor can the whole be analyzed in studying the parts. It violates the 
very first principles of the Pestalozzian system of education, and is unworthy the 
name “system” 

REMARKS OF THE HON. J. A. PLACE, OF OSWEGO, N. Y. 

In the Advertiser and Times of June 20th, Mr. P. remarks 

“ One great fault of Guyot’s system of map-drawing now in use in this city, as 
taught in our Normal School, is the absurdity of having different scales for differ- 
ent States, which leaves the pupils with no correct idea of their relative size. 
For instance, by the Guyot system, suppose Connecticut to be drawn by one 
scale, and Kansas by another ; the child might be left with the idea, from their 
appearance upon the black-board, that Connecticut is nearly as large as Kansas, 
whereas Kansas is nearly as large as all New England. It would be difficult to 
eradicate this erroneous idea from the mind of the child. With Prof. Allen’s 
system, each State and country being drawn by the same scale, no such errone- 
ous idea of relative sizes is possible. 

Again, by Guyot’s system, different scales being made for different States, after 
all the States have been drawn, it is not possible to put them together and make 
a perfect whole. They cannot be made to ‘fadge.’ The various ‘United’ 
States, thus drawn and placed together, would form a very distorted ‘ Union.’ 
By Prof. Allen’s method the States or countries of a continent may be drawn 
separately, and when placed together they form a perfect whole.” 

PRINCIPLES UNDERLYING THE SUBJECT. 

1. Maps should be drawn in accordance with a definite unit of measurement. 

2. Actual distance should be learned. 

3. States should be studied in groups, and should be so drawn as to be 
united as the lessons advance, and thus form entire sections. 


ELEMENTARY LESSONS. 


The first lesson should consist in drawing lines of different lengths, first by 
the aid of a scale, and then by the eye alone, testing the correctness of the work 
done, by the scale. 



1 st. Draw a line of the length of this by the aid of a measure, and then by 
the eye alone. When the line is drawn without a scale, first mark its extreme 
length by means of dots, and test the correctness of the measurement by the use 
of the scale. 

Continue this exercise until pupils can readily draw a line of this length both 
with and without a measure. 

2d. Divide this line thus : 


irrv wninAM.»v ma s 


3 

4 


i 


4. 

4 


If 


4 


MAP-DRAWING. 


3d. Draw lines as below, corresponding to the divisions of this scale : 

| t 1 = 25 miles. 

i L l.i . .— I = 5° miles - 

1 1 .— ! =67 miles. 

i ! = 100 miles. 

| 1 -i = 1 33 miles. 

| l- 1 — 150 miles. 

| 1 , — = 175 miles. 

1 1 » — » , - — 1 = 200 miles. 

Let these exercises be continued until pupils can readily draw these lines 
and tell how many miles they represent. 

There is no serious objection against the use of the scale. Of course, it in- 
dicates much higher skill if a pupil can draw lines of proportionate lengths with- 
out one ; but as this, to a great degree, is a gift of nature, it ought not to be 
considered as detracting from the merit of a map because it was drawn by means 
of a measure. 

DRAWING LINES ON THE BOARD. 

Let a line be drawn one foot long on the board. This will represent one 
measure or two hundred miles. Then, 

Six inches will represent . . . .100 miles 

Three inches will represent . . . 50 “ 

One inch and one-half will represent 25 “ 

Four inches will represent .... 67 u 

Eight inches will represent . . .133 “ 

These lines can easily be drawn and the proportionate measurements repre- 
sented 

DRAWING STATES. 

Let Kansas be drawn first, as below. 

It will be seen that it is two measures long, one measure broad, and its 


northern boundary line one-eighth or twenty-five miles shorter than its southern. 



MAP-DRAWING. 


5 

.. , , . / 

Draw first the southern boundary line, then the western , then the northern , 

then the Missouri River , and then the eastern . 

Pupils can next draw Pennsylvania. 



Make the no7'thern boundary line first one and one-third measures long, from 
the N. E. to its N. W. corner on Lake Erie. Leave a portion of the western ex- 
tremity of this northern boundary line, a little more than one-fourth , undrawn, 
and draw a part of the shore of Lake Erie, as in the figure. Next draw its 



Its northern boundary line from the S. W. corner of Massachusetts to Rhode 
Island is one-half. Its eastern boundary is one fourth. From the S. W. corner 
of Massachusetts to Brooklyn, a little west of south, is one-half. 

By means of these measurements, Connecticut, with the western extremity of 
Long Island and New York City, can be easily drawn. 

ALL STATES ARE DRAWN ON THE SAME SCALE. 

It will be seen that the States Kansas, Pennsylvania and Connecticut are all 
drawn on the same scale. Their areas can easily be compared and their relative 
sizes fixed in the mind. 

SMALLER STATES DRAWN WITHIN LARGER ONES. 

In accordance with this system, Connecticut can be drawn within Kansas, 
and their areas compared. In the same manner, all of the smaller States can be 


6 


MAP- DRAWING. 


drawn within the larger ones, and thus not only the United States compared with 
each other, but these can again be compared with the countries of Europe. This 
is the only system of map-drawing rendering this work possible. It is certainly 
very important, for it fixes in the minds of children in an easy way the compara- 
tive sizes of the countries of the world. 

ONLY ACTUAL DISTANCES ARE USED. 

In other systems a line of “ convenient length ” is taken, without regard to dis- 
tance in either degree or miles. It is much better to take actual distances than 
suppositional ones. It is much better to teach what is true than what is false . 

ASSOCIATION OF SIMILAR DISTANCES. 

In accordance with this system, it is comparatively easy to remember the 
lengths and breadths of States. Similar distances can easily be associated, and 
thus fixed in the mind. Such a uniformity exists between the distances of the 
boundary lines of the United States and the countries of Europe that, by associ- 
ating their lengths and breadths, no difficulty need be experienced in remember- 
ing how long and broad they are. 

Let us refer to a few : 

The length of Illinois is the same as Minnesota. 

The breadth of Iowa is the same as the breadth of Kansas and Illinois. 

The length of the northern boundary of Iowa is the same as the breadth and 
southern boundary of Missouri. 

From the southwestern corner of Massachusetts one hundred miles reaches re- 
spectively to Brooklyn, Pennsylvania, Rhode Island, and the head of Lake 
Champlain 

It is only a little further from the northeastern corner of the State of New York 
to Eastport, Maine, than to Brooklyn, or from that point to Eastport, Maine, is 
the same distance as to Sandy Hook. 

These are only a few of the many coincidences found in the United States. 
They are so numerous that it is easy to take actual distances and reduce them 
all to the same scale. 


OBJECTION ANSWERED. 

“ They cannot be remembered.” “It would do no good if they could be learned T 
To these objections we answer : Something must be learned, either degrees, 
“ lines of convenient length,” or miles. We think that it is plain that actual 
distance in miles is much the most simple. 

LESS IS REQUIRED TO BE LEARNED THAN IN ANY OTHER 

SYSTEM BEFORE THE PUBLIC. 

What is learned is of some immediate benefit in giving definite ideas of com- 
parative size and actual distance from point to poiut. It must be admitted that 
this is a great benefit to pupils studying geography. It gives the power of 


MAP-DRAWING. 


7 

grouping the States, and thus studying a whole section at the same time. This 
is impossible in systems not using a single unit of measure. 

WHAT IS NEEDED. 

The Map-Drawing Book. 

A book containing measurements has been published, so that by simply look- 
ing at the figures placed on the boundary lines, the pupil can at once tell how 
long to draw the measurement. Thus, when (i) is placed on a line, it always 
means one measure or two hundred miles ; Q), one hundred; (\), fifty >' (£-), twenty - 
five; (|), seventy-fire miles, and so through all the States. 

This book should be placed in the hands of each pupil. 


The Scale. 


This is a foot measure, and can be used both at the board and desk. When 
used at the board, its entire length represents two hundred miles . When used at 
the desk, measurements are prepared on one side of convenient length, divided 
thus 


i m. — 200 miles. 



for the purpose of drawing the States. The other divided thus : 


i m. = 6oo miles. 



1 

, 


“=-1 

0 

1 

.1 



3 

1 

3 



• > 

for the purpose of drawing the continents. These two measurements are placed 
on one side — one on one edge, and the other on the other edge, while the inch 
measurements are placed on the other side. 

The scale should be placed in the hands of each pupil. 

FURNISHED FROM THE DEPOSITORY TO THE NEW YORK 

CITY SCHOOLS. 

Allen’s Map-Drawing Book, at % 2 00 per dozen. 

“ “ Scale, at $2 00 “ 

ENDORSEMENT OF SUP’TS KIDDLE AND HARRISON. 


FROM SUPERINTENDENT HENRY KIDDLE. 


Department of Public Instruction, Superintendent’s Office, 

146 Grand St., New York , Ap?dl 1, 1869. 

I have examined, with very great interest, Prof. Allen’s System for Teaching 
Map-Drawing, and think it most admirably adapted to carry out effectually the 
object designed, while, as a method of teaching the boundaries and comparative 


8 


MAP-DRAWING. 


size of different countries, and the relative distance of places, it is far superior in 
every respect to any other that has been brought to my attention. 

Henry Kiddle. 


THOS. F. HARRISON, ASSISTANT SUPERINTENDENT OF NEW YORK CITY SCHOOLS. 

Saturday Normal School, 

New York , May io, 1869. 

Prof. Allen’s System of Map-Drawing meets my hearty approval. It leaves 
in the pupil’s mind permanent and definite ideas as to the form, situation, and 
relative dimensions of countries, and cultivates the habit of self-reliance. As an 
auxiliary to teaching geography, it is a valuable acquisition. 

Thos. F. Harrison. 


IT HAS BEEN TESTED IN THE CITY SCHOOLS. 

At the request of Miss Mathews, Principal of Grammar School No. 50, 
20th Street, Prof. Allen conducted several exercises with marked success. The 
influence on her school was very great. 

MISS MATHEWS’ LETTER. 


125 E. 27TH Street, April 23, 1870. 

Mr. Allen. 

Dear Sir : It affords me much pleasure to state to you that the results of 
your instruction in map-drawing, which you recently gave in my school, have 
proved entirely satisfactory. The fact that in eight lessons pupils can be taught 
to draw with neatness and accuracy nearly half the States in the Union, in an 
average time of two or three minutes each, must commend your system to very 
favorable consideration. 

Moreover, the system is so simple and definite that no teacher of ordinary 
intelligence can fail to apply it with satisfactory results, while the clearness with 
which it imparts to the pupils a knowledge of the relative size of countries, with 
their configurations and boundaries, makes it truly admirable. The interest and 
enthusiasm manifested by the pupils in this work tend to make the impressions 
received not only clear, but permanent. 

I sincerely trust that you will be successful in introducing your system of 
map-drawing into general use in the schools. 

Very truly yours, 


Letitia Mathews, 
Principal Grammar School No. 50. 


Prof. Allen, author of this system, will be in New York City at the com- 
mencement of the Fall Term of 1870, and will be glad to correspond with any 
Principals with regard to his system of promoting rapid map-drawing in their 
schools. Address No. 3 E. 33d Street. 


ALLEN’S MAP-DRAWING. 

i 

ADOPTED BY THE NEW YORK STATE NORMAL SCHOOLS. 

At a meeting of the Association of Normal School 
Teachers of the State of New York, held in Oswego, July 
7 and 8, Allen’s System of Map-Drawing was unanimously 
recommended to be used in the State Normal Schools. 


SCIENTIFIC MAP-DRAWING. 

I. Scientific map-drawing teaches how 
the parts may be united so as to 
form a whole, and enables the 
pupil to study the States in 
groups. 

II. It does not encumber the mind with 
a mass of unimportant and dry 
detail. 

III. It teaches distance either in miles 

or degrees and minutes. 

IV. It uses a single unit of measure for 

all the States. 

V. It uses a single unit of measure for 
the Continents. 

VI. It fixes ideas of comparative size 

in the mind. 

VII. It makes the page to suit the map. 

VIII. It uses lines of exact length. 

IX. It gives the ability of rapid execu- 
tion. 

X. Similar distances can be associated 
and thus easily remembered. 


UNSCIENTIFIC MAP-DRAWING. 

I. Unscientific map-drawing teaches 
the pupil to draw in such a man- 
ner that the States cannot be 
united so as to be studied as a 
whole. 

II. It does encumber the mind with a 
mass of unprofitable and ungeo- 
graphical detail. 

III. It teaches no distance in miles, de- 

grees or minutes. 

IV. It uses as many units of measure 

as there are States drawn. 

V. It uses as many units of measure 
as there are Continents drawn. 

VI. It gives very confused and errone- 

ous ideas of size and distance. 

VII. It makes the map to suit the page. 

VIII. It uses lines of “ convenient ” length. 

IX. It gives no ability to draw maps 
rapidly. 

X. It is soon forgotten, because similar 
distances cannot be associated. 


The retail price of Allen’s Map-Drawing Book is 25 cents. 
The retail price of Allen’s Map-Drawing Scale is 25 cents. 

A deduction of one-half the above prices is made to teachers 
ordering for examination or introduction. 

Allen’s Map-drawing is connected with all editions of 
Monteith and McNally’s Geographies. 




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